Generative principle
In foreign language teaching, the generative principle reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or linguistic competence. It is the theoretical basis for pattern drills and substitution tables and may be considered as the necessary counterpart to the communicative principle, i.e. teaching communication through communicating (communicative language teaching; communicative competence).
Children, in their process of first-language acquisition, notably in pre-sleep monologues, have been observed to use new phrases as models for more phrases, varying words or word groups during phases of essentially non-communicative verbal play in ways reminiscent of pattern drills. Ruth Weir observed the following monologue in a 2½ year old subject:[1]
- What colour
- What colour blanket
- What colour mop
- What colour glass
Autistic children find it particularly difficult to develop this flexibility that normal children naturally have.[citation needed] In second language acquisition children may begin with prefabricated patterns or chunks. As the learners begin to understand their internal structure, words are freed to recombine with other words, chunks are broken down, and in a process of substitution and variation, become models for analogous constructions.
In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence.[2] Butzkamm & Caldwell[2] suggest bilingual semi-communicative drills as a possible solution.
References
Park, Clara Clayborne (1968). The siege. A family's journey into the world of an autistic child. Gerrads Cross: Colin Smythe Ltd.
Further reading
- Butzkamm, Wolfgang (2001). "Learning the language of loved ones: on the generative principle and the technique of mirroring". ELT Journal. 55.
- Butzkamm, Wolfgang (1980). "Verbal play and pattern practice. The comparison of a L1 learning strategy and a L2 teaching technique". In Felix, Sascha W. (ed.). Second Language Development. Trends and Issues. Tübingen: Narr. pp. 233–248.
- Byram, Michael, ed. (2000). Routledge encyclopedia of language teaching and learning. London.
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